Evaluation of the potential of using AI to complement human expertise in lesson design
Stroganova, Anastasiia
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https://hdl.handle.net/2142/130195
Description
Title
Evaluation of the potential of using AI to complement human expertise in lesson design
Author(s)
Stroganova, Anastasiia
Issue Date
2025-07-21
Director of Research (if dissertation) or Advisor (if thesis)
Sadler, Randall W.
Tywoniw, Rurik
Department of Study
Linguistics
Discipline
Teaching of English Sec Lang
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Artificial Intelligence In Language Education
Ai-generated Lesson Plans
Esl Instruction
Esl Instructional Design
Tpack
Udl
Digital Divide In Education
Language
eng
Abstract
The study investigates how ESL teachers evaluate the instructional quality of lesson plans generated by AI compared to those created by humans. With the growing usage of AI technologies such as ChatGPT into educational settings, questions arise about their ability to produce pedagogically sound and contextually appropriate materials. Framed by the TPACK and UDL models, this qualitative case study explores how teachers assess lesson quality, how their familiarity with AI influences their evaluations, and how perceptions shift when the lesson’s authorship is disclosed Four ESL teaching assistants from the same academic program, representing varying levels of AI access and use, evaluated six anonymized lessons. Data were collected through surveys and think-aloud protocols, then analyzed thematically. AI-generated lessons were often praised for clarity and adaptability but raised concerns about depth and learner-centeredness. Teachers with higher AI familiarity emphasized innovation and interactivity, while those less familiar focused more on structure and emotional safety. After authorship was revealed, participants reflected on how their assumptions and trust in technology affected their evaluations. The findings highlight both the potential and the limitations of AI in lesson planning and point to the need for pedagogically grounded professional development.
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